Supervising students: exploring the experience through reflective journals

Abstract

Abstract Fieldwork is a vital component of undergraduate occupational therapy education and is dependent on effective clinical educators. This study explored the lived experience of clinical preceptors, through an interpretive approach. Thirteen clinical preceptors kept reflective journals during a six‐week fieldwork experience. Data were analysed using an inductive retrospective content analysis of the journals. Results included the anticipation related to preparing for the students, self‐doubt about personal abilities; preparation and organization for the student; the time consuming nature of the task; balancing workload demands; personal enjoyment and rewards from the experience; desire for a positive experience to validate personal skill level; and closure reaction. The themes were consistent across the majority of the journals. Isolated therapists reported a collegial benefit from student supervision. The results may be helpful in connecting continuing education opportunities with preceptors' needs and in the orientation of new preceptors. Copyright © 1998 Whurr Publishers Ltd.